...Vol.4 No.2: June 2006 INSTITUTING ACADEMIC INTEGRITY IN NIGERIAN UNIVERSITIES: PSYCHOLOGICAL PERSPECTIVES OF MORALITY AND MOTIVATION Olabisi Olasehinde-Williams Department of EductgionalFoundations University of Ilorin, Nigeria ABSTRACT This paper explores the issue of academic integrity in Nigerian universities from the psychological perspectives of morality and motivation. The need and procedure for confronting the problem of academic dishonesty via academic integrity policy are advocated; and specific obligations and responsibilities of academic staff, students and administration in evolving academic integrity climate in universities are identified. Collaborative efforts among universities in engendering academic integrity climate; and collaborative research work in related areas are considered important and called for in the paper. INTRODUCTION It is no longer news that academic dishonesty remains one of the major challenges of the Nigerian education system (Olasehinde, 2000; Olasehinde-Williams, Abdullahi & Owolabi, 2003). – Literature is also replete with plausible explanations for the ‘culture’ of academic dishonesty (Olasehinde et al. 2003); and researchers have proposed variety of methods of dealing with the same (Crown & Spiller, 1998; Marzean, 2001). Deriving from such proposals for instance, it is new commonplace in most universities, to take such measures as alternate seating arrangements and identity checks in order to reduce cases of examination dishonesty. It should...
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...Discussion Forum Unit 2 - Case Study - Collage Paper By reading the case study and reviewed the “Code of Academic Integrity” I rated and graded each person based on their responsibility as follow 1. Sally, the academic counselor 2. Reggie, the student – athlete 3. Arnie, the other student 4. Professor Lovelit, the teacher. Explanation of my choices 1. In my opinion, Sally, the academic support counselor failed to assist Reggie an active athlete to manage his time between the classroom and sport activity. Sally should be aware to his helplessness particularly when Reggie missed class discussions due to his games. Apparently Reggie was upset that he only had a little time to read he even tried to cover the reading part during the weekend....
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...Ward (2011) noted that conflict is magnified when the goals of athletic success overrides the goals of academic achievement. Additionally, Ridpath (2008) stated a problem requiring faculty to take an in-depth look at reform is when student athletes have limited opportunities to experience the full student experience because of obligations to their athletic teams. The area of athletic governance presents a concern when there is not a clear line of communication between athletics and academic personnel. Lewinter et al. (2013) found that NCAA faculty believed their opinions were undervalued in areas of athletic-related policy and decision-making This problem had forced Division II university faculty and athletic administrators to evaluate if faculty are willing to take on the responsibility and accountability of the athlete’s academic experience and if its athletic programs should be aligned with the university’s academic mission (Comeaux,...
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...of Academic Integrity & Honesty Prepared by Abdullah Alabdulhadi ID 23544 Abdulhadi Altammar ID 23970 Sayed Esmaeil ID 25167 Saud Alabdullaali ID 25393 Essa Alkandari ID 25176 Importance of Academic Integrity and Honesty Growth in school echoes from growth as a person. Dishonesty causes erosion of core values making one indecisive and having loss of self respect. Academic dishonesty is a shortcut that robs one of the benefits of learning. When colleges and universities have standards of integrity, the society and higher education reaps benefit providing foundation for a vibrant academic life, thus developing students to be responsible for future. Academic Integrity is a commitment even when the world is facing adversity. Values like trust, fairness, honesty, respect and responsibility makes principles of behavior to act academically (Center for academic integrity, 1999). Academic integrity makes others to believe in you for your honesty and act accordingly. Also, trust is a key ingredient in being a fortunate leader. Developing good ethical habits while in college helps one when entering a new workplace. Secondly, such a trait is valued by employers and they would rather invest in human capital that brings a positive impact on their organization. Acting consistently reduces lot of tension in life and makes a person more healthy and productive (Bauer.uh.edu, 2015). To analyze the importance on Academic integrity...
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...pertain to an event that is going to affect your budget. You will have to make a decision as to how to incorporate this event into your budget document. Case Studies: ICMA Case Studies will be read, analyzed and discussed during Virtual Classroom sessions. Each student (with at least two partners) will be assigned one of these case studies to present to the class and to initiate and lead the discussion. Students will work in groups of 2 or 3 depending upon class enrollment. All students are expected to read each case study and participate in the discussion – you will be graded on your discussions as well as leading your case study. You will have Group Pages assigned within Blackboard that will enable you to have on-line discussions with your partners for your case study assignment. Exams: You will have three tests during the semester. The test will be given to you at the end of a Virtual Classroom discussion and you will have 1 hour and 15 minutes to complete and return to the professor. Late submissions will have points deducted from test grade. Academic Integrity “Academic integrity is expected of every East Carolina University student. Academically violating the Honor Code consists of the following: cheating, unauthorized aid or assistance or the giving or receiving of unfair advantage on any form of academic work; plagiarism, copying the language, structure, ideas, and/or thoughts of another and adopting those as one’s original work;...
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...productive partnerships across economic enterprises. The strategic activities that propel our mission include: • Conducting basic and applied research in management that explores and informs the creation, development and management of growth; • Providing degree programs that prepare our students to be effective managers and responsible community leaders with a deep understanding of the dynamics of growth in both a regional and global context; • Partnering with business and community leaders through a shared commitment to exemplary growth; and • Delivering educational programs to executives and the public at large that respond to the needs of our local, state, national, and international communities. MBA Program - Learning Goals Professional Integrity / Ethical Reasoning Skills Students will be able to recognize ethical issues, demonstrate familiarity with alternative frameworks for ethical reasoning, and discern trade-offs and implications of employing different ethical frames of reference when making business decisions. Global Context Skills Students will be conversant with major economic, social, political, and technological trends and conditions influencing foreign investment and development of the global economy and demonstrate an...
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...Jacobs Compostion and Rhetoric October 17, 2014 Academic Cheating: Many essays have been written about the consequences of cheating, whether college level o at high school. People who cheat on tests, essays, o assignments find themselves facing repercussions such as failure, suspension, expulsion, and lack of credibility. If a person cheats once, they most likely will do it again in the future. What may be the case of academic cheating? Factors such as stress, procrastination, and lack of study skills ay led to cheating. When It comes to cheating in school, the phrase “everyone’s doing it” is no far from the truth (Cisek, 1999; Jensen, Arnett, Feldman, and Cauffman, 2002). Although cheating behavior in educational settings is not new, research shows a rise over the past 30 years (McCabe, 2001;Schab, 1991). In McCab and colleagues, national study of high school students, 74% of the students reported cheating on test in the past year, and 59% reported some form of plagiarism (McCab and Katz, 2009.pp 378-399). Many institutions of higher education have adopted academic honesty policies, instituted academic integrity completion courses. Students think they don’t have to cite information they find on the interne because it I public knowledge. (Rimer 2003). Many students overlook what they actually produce and what they cut and paste due to it being so easy to do on the internet. (Howard and Davies, 2009). A study of academic dishonesty was performed by a group of 48 students’...
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...AB311 STRATEGIC MANAGEMENT Course Outline for Seminar Groups 3, 5 and 8 ONLY Semester 2 of the Academic Year 2012-2013 Instructor: Clive Choo, awechoo@ntu.edu.sg Learning & Teaching Methods This course is structured in a seminar learning format, where a 4-hour seminar is conducted every week for a total of 13 sessions. Each seminar is intended to inform and equip students with the conceptual tools to synthesize, evaluate and analyze strategic or ethical issues. In addition, seminar activities have been developed to provide opportunities for students to sharpen their critical thinking and ethical reasoning skills through: 1. Case analyses, where students apply the conceptual tools that they have learnt in the seminar to critically analyze different strategic issues. 2. An ethical reasoning exercise (given in pages 7 and 8) where students can apply ethical concepts. 3. A critical thinking exercise where students could analyse specific case study issue with theoretical framework and concepts. 4. A group project, where each student group generates a strategic audit report of a publiclylisted firm. See pages 8 and 9 for details. 5. Collaborative learning, where students work in a group and participate in class discussion so that they learn to defend and/or integrate different perspectives on strategic issues in a critical manner. 6. A final exam, where students apply their knowledge of course material learnt throughout the course in an integrative manner. 1 Course Assessments...
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...MG 615: Managing in the Global Environment Instructor’s Name Instructor’s Contact Information: Office: By Appointment Office Hours:By Appointment Email: maltamirano@monroecollege.edu Phone: (914)563-1764 | Course Information: Online Course | Course Description Managers in the twenty-first century are challenged to operate in an increasingly complex, interdependent, and dynamic global environment. In this course, students are introduced to these challenges as they explore the tools and processes needed to accurately assess the political, legal, technological, competitive, and cultural factors that affect a firm’s strategies and operations within international and cross-cultural contexts. Integrative case studies are used to familiarize students with the challenging strategic decisions that global companies face as they work to ensure sustainable competitive advantage. Emphasis is placed on how the variable of culture interacts wth other national and international factors that affect managerial procesess and behaviors. This course also focuses on effective strategic, organizational, and interpersonal management as students learn how to develop the skills necessary to design and implement global strategies, conduct effective cross-national interactions, and manage daily operations in foreign subsidiaries. The growing competitive influence of technology is also discussed throughout the course. Prerequisites KG 592 Foundations of Business Management...
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...particular institution as they go about their daily duties or studies. Certified management accountant body has a set code of conduct which the members are expected to abide to. Similarly, Navarro College has its own students’ code of conduct which the students are supposed to observe; failure to which the breach of the code of conduct may accrue severe punishment in accordance with the institutional policies. To begin with, certified accountant body emphasizes on integrity (IMA code of conduct). This means that the certified accountants are expected to be in their best behavior as far as organizational policies are concerned. Navarro College also expects the students to remain worthwhile students by complying with the dressing code for instance. A decent mode of dressing enhances the students’ integrity and virtues. Misconduct is punishable in both codes of conducts. Navarro College sanctions behaviors deemed as misconduct; in equal measure, one of the core provisions of the certified accountants’ body is competence; failure to live to these competence standards may fall under negligence which is punishable through disciplinary sanctions. Yet another accountants’ code of conduct pillar is credibility. The members should show respect and adhere to the professional credibility provisions; In Navarro College, students should remain committed to their studies and keeping off drugs is one way of maintaining such integrity because the institution has a policy of zero tolerance to drugs...
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...(2011). Strategic Staffing (2nd ed.). Pearson/Prentice Hall. ISBN-10: 0136109748 ISBN-13: 978-0136109747 We will also be using Sakai for the course. Instructions are below. Please check Sakai for the most current syllabus and weekly assignments. Using Sakai 1. 2. 3. 4. 5. Go to: http://sakai.rutgers.edu Login using your Rutgers netid and password Click on the TAB “Managing Workforce Flow” If you do not see the TAB “Managing Workforce Flow”, contact me at jeanp@rci.rutgers.edu as you may not be on the roster. Click on Resources to download the current syllabus and other course material. Evaluation Grades will be determined on the basis of 4 factors that will be weighted as follows: 1) Participation 2) Midterm 3) Final Exam 40 Chern’s Case Study 10% 30% 30% 30% 100% The midterm and final exam will together account for 60% of your grade. The nature of the exams will be discussed in more detail in...
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...The Classroom Predicament Case Study In my opinion, the characters in the Classroom Predicament Case Study should be ranked in the following order regarding their responsibility in Adrian’s failing grade. 1. Adrian 2. Violet 3. Louise 4. Professor Johnston 5. Dean Richards 6. Rob Adrian should be held most responsible for the failing grade that she received. Ultimately, it was Adrian’s choice and decision to use work that was not created by herself. It is clear that Adrian thought through this process and made the decision to use a paper written by someone other than herself. Violet is next in the ranking for most responsible for the failing grade. Violet’s role in this situation included the emailing and sharing of the prewritten paper. She was the individual who gave the idea of using or purchasing a paper written by someone other than Adrian. Louise is next in the ranking. Louise provided the prewritten paper to Violet which is what Adrian used and received the failing grade. If she hadn’t provided this paper to Violet, which was forwarded to Adrian, it’s possible that Adrian would not have used a prewritten paper. Professor Johnston ranks number four. The professor posted his late policy prior to this occurrence. He made it clear to Adrian that he was unable to make any exceptions regarding his late policy when she asked for an extension. This made Adrian aware of the consequences if she were to submit a late assignment. Dean Richards is next in the...
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...The purpose of this paper is to address the issues surrounding academic integrity and ethical procedures as they relate to students, scholarly research and practice. We will take a look at the viewpoints of two articles that tackle this issue. When I think about the word “ethics”, morals and doing the right thing come to mind. In life there is a constant struggle between making good and bad choices, especially if the choice you choose can make or break your career. In the first article, Aaron and Roche, (2013) highlight several levels of academic dishonesty being displayed and the repercussions that followed as a result. Together Aaron and Roche, try to identify where academic dishonesty can begin and how society plays a major role in its flourish. From an early age, we are taught to be competitive and to always strive to be the best at what we do, at least that’s what most parents expect from their children. There is an enormous amount of pressure placed on children in the elementary and high school grades to achieve high scores on standardized test. Unfortunately, this type of pressure if continued can lead to cheating on the collegiate level (Schellenbarger, 2013). Academic dishonesty or “cheating”, has become a common standard amongst specialized high schoolers and prep school students. In one scenario, involving a specialized school in New York, high school students devised an organized plan to cheat on a Regents exam. Of course the students involved were caught and...
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...Case Problems in Finance FIN 475 Dr. Kenneth A. Borokhovich Summer Semester, 2012 Office: 3106 FSB Office Phone: 529-1502 Office Hours: 12:45-1:45 Monday, Tuesday and Thursday & by appointment Email: borokhka@muohio.edu Text: Case Studies in Finance by Bruner, Eades and Schill, (6th ed.) Objectives: 1) To assess risk and how it affects financial decisions 2) To provide students with realistic cases requiring the development of alternative solutions. 3) To provide students with realistic cases requiring financial decisions. 3) To assess the roles of governance, executive compensation and stakeholder incentives within the context of specific financial decisions. 4) To assess the differing effects of available funding sources on financial decisions. 5) To provide students the opportunity to study how financial decisions are made in a comprehensive framework. Graded Materials and Final Grade Determination: There will be three equally weighted exams. The exams will be open-book. No extra credit will be given. The exams will occur on these dates. Exam I: May 24, 2012 Exam II: June 7, 2012 Exam III: June 21, 2012 The grade scale based on your overall percentage will be: A : 93%-100% A-: 90%-92% B+: 87%-89% B : 83%-86% B-: 80%-82% C+: 77%-79% C : 73%-76% C-: 70%-72% D+: 67%-69% D : 63%-66% D-: 60%-62% F : < 59% Cases: Analysis of each case will begin by addressing the questions asked in the case. The class...
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... N.Rao@latrobe.edu.au | Table of Contents Subject Details 3 GENERAL DETAILS 3 ENROLMENT REQUIREMENTS 3 STAFF CONTACTS 3 SUBJECT DESCRIPTION 4 SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 4 FACULTY GRADUATE CAPABILITIES 4 LEARNING ACTIVITY SUMMARY 4 ASSESSMENT AND FEEDBACK SUMMARY 4 LEARNING RESOURCES 5 STUDENT FEEDBACK ON SUBJECT SURVEY 5 ACADEMIC INTEGRITY 5 Schedule of Learning Activities 6 Session Plan: 6 Learning Activity Details 7 Lectures: (Weeks 1-12) 7 Seminars: (Weeks 2-12) 7 Assessment and Feedback Details 8 Learning Resources 11 Readings 11 Academic Language and Learning Unit (ALLU) 11 Learning Management System (LMS) 11 Library 11 Student Support Services 12 Learning Summary 12 SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 12 FACULTY GRADUATE CAPABILITIES (FGCs) 12 Make the most of this subject 13 Work consistently 13 Practise legal problem solving 13 Participate in all the learning activities 13 Lecture notes 13 Allow sufficient time for study 13 Become a member of a private study group 13 Policies, Procedures and Guidelines 14 Academic Integrity 14 Special Consideration 14 Extensions, Late Submissions and Penalties 14 Subject Details GENERAL DETAILS | Subject Code: | LST2BSL | Subject Title: | Introduction to Business Law | Teaching Period: | Semester 1, 2015 | Location(s): | Melbourne (Bundoora) and Dandenong | Credit Points: | 15 | Mode: | Blended (Online lectures and face-to-face seminars)...
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